Please be advised that the assignments and due dates on this page are updated daily. Home Logic grades are approximate due dates. Homework is posted on the board in the classroom and students are expected to copy all homework assignments and due dates into their student planner on a daily basis. I currently teach three different courses and each class moves at a different pace. Due dates may change based on the needs of the students in a particular class.
PARENTS, PLEASE ASK YOUR STUDENT WHICH CLASS HE OR SHE IS IN SO THAT YOU MAY ACCURATELY DETERMINE WHICH ASSIGNMENTS BELONG TO HIM OR HER. P1, P2, OR P3.
DO NOT FORGET ABOUT OUR SCHOOL'S TECHNOLOGY OPTIONS:
LIBRARY CYBER CAFE AFTER SCHOOL FROM 2:45-7:00pm Monday-Thursday
ACP PASSES to the library to use computers and printers
COMPUTER LENDING PROGRAM: borrow a computer from the technology office for the night or weekend- first come, first serve- go to the main office to sign one out!
Monday-No School-MLK Day Tuesday-No School- Teacher Inservice Wednesday- No School- Teacher Inservice Thursday- First Day of the New Semester Friday-Pre-Assessment in Literature- Classroom Diagnostic Test (CDT)
¥ HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
4-
February 6- February 10
Monday:
SSR- 20 minutes/Reading Journal
Literature Circle Character Analysis Gallery
Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday: 4-Sight Testing
With time remaining-
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday:
SSR- 20 minutes/ Reading Journal
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"
Thursday:
SSR- 20 minute/ Reading Journal
Complete outstanding work from yesterday
Writing Workshop: Begin short story writing. Students will use brainstorming activities to begin the stages of writing their own short story modeled after what has been read in class.
Friday:
SSR- 20 minutes/ Reading Journal
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity Due Monday, 2/13
Monday:
SSR- 20 minutes/Reading Journal
Literature Circle Character Analysis Gallery
Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday: 4-Sight Testing
With time remaining-
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
ACE Strategy Essay: Connect "The Sniper," "Where Have You Gone, Charming Billy," and Jonathan Norrell's Journal excerpts by explaining the internal conflicts that were present in each.
Thursday:
Complete the reading for "Where Have You Gone, Charming Billy?" and discuss guided questions as a class
ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"
Watch Jonathan Norrell's PBS video on Post-Traumatic Stress Disorder.
Essential Questions: How can we connect fiction writing to society and our lives? In what ways does war change society and moral?
Friday:
SSR- 20 minutes/ Reading Journal
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity Due Monday, 2/13
5-
Februrary 13- February 17
Monday:
SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
Literature Circle Newspaper Project Gallery
Share journals about Poe and identify writing style.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Group presentations and discussion of "Marigolds" and "The Scarlet Ibis"
7-
February 27- March 2
Monday:
SSR- 15 Minutes/ Reading Journal
Assign students to a background topic from To Kill a Mockingbird. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.
HOMEWORK: FINISH RESEARCH AND 3-PARAGRAPH RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.
Hand out TKAM study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9
Monday:
SSR- 15 Minutes/ Reading Journal
Catch-Up Day to complete and hand-in outstanding work
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
TKAM topic Webquest in groups. Students will be responsible for filling out their chart.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9
Monday:
SSR- 15 Minutes/ Reading Journal
Assign students to a background topic from To Kill a Mockingbird. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.
HOMEWORK: FINISH RESEARCH AND 1 PAGE RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.
Hand out TKAM study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9
8- March 5- March 9
Monday:
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Work on editing short stories.
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
Monday:
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Work on editing short stories.
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
Monday:
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Entry 1: Honors will begin their research topic on the loss of innocence. They will describe their understanding of the topic and who they know who has gone through something life changing.
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
9-
March 12- March 16
Monday:
SSR/ Reading Journal
Collect Reading Journals
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias. .
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
HOMEWORK: Finish TKAM Week 2 reading
Thursday:
Wiki Entry- Journaling from the perspective of a character in the novel.
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Chapter 8 discussion on Southern Gothic topic of Snow and Fire.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
Research Journal Entry #2 (Pd. 4)- Draft 10 questions you will use to interview your subject for your research. These should be questions that you should have answered by the end of your research. The questions should outline the fine details of the person, their experience, the background of the event, and how they have changed.
Pd 1- Audio Version of TKAM Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 1- TKAM Wiki Entry #2: Select one of the TKAM History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in To Kill a Mockingbird.
Pd 3- Audio Version of TKAM Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: Finish reading Chapter 11. and answer question 4. TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 3- TKAM Wiki Entry #2: Select one of the TKAM History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in To Kill a Mockingbird.
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: Fill out a T-Chart to compare TKAM with "Marigolds"; TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 4- Research Journal #3: What factual information will you need to describe your person's loss of innocence beside from the direct questions you have for their change from before to after the event? Next, do a simple search on those topics and consider terminology and statistics. For the simple search, use Google, dictionary, and encyclopedia websites. Make a list of the terms that you researched, and briefly explain your examples and where you could locate that information.
TKAM Ch. 14-16 Quiz; Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
Round-Table Discussion: TKAM Ch. 17-22 and Reagan’s Speech.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5;
Monday:
SSR/Reading Journal
Wrap up TKAM Ch. 14-16 Discussion; Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
Round-Table Discussion: TKAM Ch. 17-22 and Reagan’s Speech.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5
Monday:
SSR/Reading Journal
Wrap up TKAM Ch. 14-16 Discussion;Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
Hardbound Composition Journal Entry: Make an argument for either Mr. Gilmer or Atticus to win the court case. Be persuasive and use the court clues discussed in class. Reference the book. This entry must be 1 Page.
Research Journal #4- Conduct interviews. Before interview, provide preliminary information regarding possible issues, outcomes, questions, etc.
Reagan's Speech- Non-Fiction Connection to TKAM. -- Read and annotate. Connect with Ch. 21 and 22.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5; Research Journal #4 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow
Friday:
Class Guest: Lauren Barr. Interview for Research Paper Journal #4 .
HOMEWORK: Research Journal #4 Thursday 4/5; Read and Annotate Ronald Reagan's speech and write an ACE response connecting it to Atticus' final plea on pg. 203
12-
April 2- April 6
Monday:
SSR/Reading Journal
P1- Study Guide Work Day
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Wednesday:
SSR/Reading Journal
Reading Day/ Study Guide Work
HOMEWORK: TKAM Wiki Entry #3 Due Tomorrow
Thursday:
SSR/Reading Journal
Round Table Discussion: TKAM Ch. 23 & 24
HOMEWORK:
Friday: NO SCHOOL
Monday:
SSR/Reading Journal
P3- Study Guide Work Day
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
ACE Response: How does Ronald Reagan's speech relate to Atticus' final plea?
P4- Study Guide Work Day; Show Court Case Clip
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: Research Journal #4 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
HOMEWORK: Research Journal #4 Due Thursday
Wednesday:
SSR/Reading Journal
Research Journal #5- Take interview information and separate into what you will use, may use, and not use.
HOMEWORK: Research Journal #4 Due Tomorrow
Thursday:
SSR/Reading Journal
Round Table Discussion: TKAM Ch. 23-End
HOMEWORK: Research Journal #5 Due Thursday 4/12
Friday: NO SCHOOL
13- April 9- April 13
Monday: NO SCHOOL
Tuesday-
Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.
Wednesday- ¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?
ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.
Ticket: Make a prediction for Scout’s final line, “Thus began our longest journey together.”
HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Thursday- ¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
Monday: NO SCHOOL
Tuesday-
Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.
Wednesday- ¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?; Make a prediction for Scout’s final line, “Thus began our longest journey together.”
ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.
HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Thursday- ¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
Monday: NO SCHOOL
Tuesday-
Finish Ch 26-End in groups, share out; Introduce Final Project- Go over guidelines, grading, expectations. Show example of a movie trailer. Students given rest of the class to work.
HOMEWORK: Finish Study Guide for Friday
Wednesday-
¥ P4- Project Work Day
HOMEWORK: P4- Finish Study Guide for Friday
Thursday-
¥ P4- Research Journal #5- Include another sample, note-card information, final MLA and paper guidelines; Project Work Day
HOMEWORK: P4- Finish Study Guide for Tomorrow
Friday- ¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud ¥ P4- Project Work Day HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
14- April 16- April 20
Monday-
P1- Begin TKAM Project: Mind Map of one theme in the novel
HOMEWORK: Study Guide Due Friday
Tuesday-
P1- Work on TKAM Project: Due at the end of class
HOMEWORK: Study Guide Due Friday
Wednesday-
Finish Group Projects/ Present
Fill out self and group evaluations
HOMEWORK: Study Guide Due Friday
Thursday- Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
HOMEWORK: Study Guide Due Friday
Friday- Collect Hardbound Composition Books
P1- Hand in TKAM Study Guide; TKAM Test
Monday-
P3- Finish reading Ch. 31; Begin TKAM Project
HOMEWORK: Study Guide Due Friday
Tuesday-
P3- Work on TKAM Project: Due at the end of class
HOMEWORK: Study Guide Due Friday
Wednesday-
Finish Group Projects/ Present
Fill out self and group evaluations
HOMEWORK: Study Guide Due Friday
Thursday- Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
HOMEWORK: Study Guide Due Friday
Friday- Collect Hardbound Composition Books
P3- Hand in TKAM Study Guide; TKAM Test
Monday-
P4- Work Day for TKAM Project
HOMEWORK: TKAM Project and Persuasive Essay Due Tomorrow; Note-Cards Due Thursday
Tuesday-
P4- Present Projects
HOMEWORK: Note-Cards Due Thursday
Wednesday-
Present Projects
Fill out self and group evaluations
HOMEWORK: Note-Cards Due Tomorrow
Thursday-
P4- Research Work Day: Check progress of note-cards; MLA formatting; Works Cited format; paper requirements
HOMEWORK: Research Paper Due Tuesday
Friday- Collect Hardbound Composition Books
P4- Research Work Day
HOMEWORK: Research Paper Due Tuesday
15- April 23- April 27
Monday-
SSR/Reading Journal
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.
Extra Time: Work on finishing Empathy Essay
Tuesday-
SSR/Reading Journal
Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.
Webquest on MLA topics.
HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday
Hardbound Composition Journal: One page entry- What can we learn from non-fiction? How do we know what we know? How does what we know about the world since the way we view ourselves? others? Explain how it proves to be a good fit for the article? How does the structure teach you?
HOMEWORK: HOMEWORK: finish Webquest for Thursday
Thursday-
SSR/Reading Journal
Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)
Literature Circle Book Preview and Selection
Monday-
SSR/Reading Journal
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.
Extra Time: Work on finishing Empathy Essay
Tuesday-
SSR/Reading Journal
Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.
Webquest on MLA topics.
HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday
Hardbound Composition Journal: Explain how it proves to be a good fit for the article? How does the structure teach you?
HOMEWORK: HOMEWORK: finish Webquest for Thursday
Thursday-
SSR/Reading Journal
Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)
Literature Circle Book Preview and Selection
Monday-
Work on Research Paper: Focus Organization
Tuesday-
Work on Research Paper: Focus on revising/conferencing
HOMEWORK: Research Papers collected tomorrow
Wednesday-
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Hardbound Composition Journal Entry: Explain how compare/contrast structure proves to be a good fit for the article? How does the structure teach you?
Thursday-
Non-Fiction: Cause & Effect: 3,2,1; Read cause and effect article (TBA);
Survey: What do you know about the Holocaust? Be specific.
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Problem and Solution- 3,2,1; Read problem and solution article (TBA)
16- April 30- May 4
Monday-
SSR/ Reading Journal
¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.
Tuesday-
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised.
Monday-
SSR/ Reading Journal
¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.
Tuesday-
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised.
Monday-
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Ticket: What do you know and want to know about the Holocaust?
Tuesday-
SSR/ Reading Journal
¥ Holocaust Background Introduction and Night reading assignments
Wednesday- Orange Cart
SSR/ Reading Journal
¥ Read Night Chapter 1 in groups; Make a list of details to search and identify. Perform webquest of those materials; Begin running list of vocabulary in context
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
¥ Read Night Chapter 2 in groups; Make a list of details to search and identify. Perform webquest of those materials; Continue running list of vocabulary in context
17 May 7-11
Monday- Brown Cart
Research for Paper using Gale Database and Reliable Sources
Tuesday
Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraph #1
Wednesday
Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraphs #2 and 3
Thursday
Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions
Submit all four paragraphs for review
Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits
Friday- Magenta Cart
Begin the final draft of Research Paper on Google Docs and share with me: kanderson@cypanthers.org
MLA format walk through
Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd
Monday- Brown Cart
Research for Paper using Gale Database and Reliable Sources
Tuesday
Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraph #1
Wednesday
Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraphs #2 and 3
Thursday
Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions
Submit all four paragraphs for review
Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits
Friday- Magenta Cart
Begin the final draft of Research Paper on Google Docs and share with us: kanderson@cypanthers.org ewalter@cypanthers.org
MLA format walk through
Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd
Monday- Brown Cart
Complete Literature Circle Webquest
Literature Circle Meetings
Identify the setting of the novel from an online search- what else was happening in the world during the same time frame?
Brief summary in Hardbound Composition book
Tuesday
Literature Circle Reading day and discussions- focus on setting (physical time and place and and characters
Wednesday
Literature Circle Reading day- which Textual Format is your novel following? How do you know? Provide three examples of each structure begin followed in your Hardbound Composition book
Thursday
Freewriting Nonfiction- Based on nonfiction articles and novels you have read, write your own nonfiction text- memoir, diary, journal, newspaper article, etc... 1 page in length, hardbound composition book
Friday
Connect Literature Circle novels to other genres- poetry study and CNN articles- find one from each, summarize the connections that can be made within your hardbound composition books
Meet with Literature Circle groups and share findings
18 May 14-18
Exam Review Week- Re-read Short Stories studied during our first unit of the semester:
"Marigolds"
"The Sniper"
"The Cask of Amontillado"
Research Paper due:
Friday, May 18th for +5 pts added on overall score
Official Due date:
Wednesday, May 23rd
Exam Review Week- Re-read Short Stories studied during our first unit of the semester:
"Marigolds"
"The Sniper"
"The Cask of Amontillado"
Research Paper due:
Friday, May 18th for +5 pts added on overall score
Official Due date:
Wednesday, May 23rd
"Romeo and Juliet" Act One and Two
Literature Circle Meetings
19 May 21-25
Exam Review Week- Re-Read
"The Most Dangerous Game"
Review Nonfiction Unit terminology
Literature Circle Meeting- Friday
Research Paper due Wednesday, May 23rd.
Exam Review Week- Re-Read
"The Most Dangerous Game"
Review Nonfiction Unit terminology
Literature Circle Meeting- Friday
Research Paper due Wednesday, May 23rd.
"Romeo and Juliet" Acts Three and Four
"Romeo and Juliet" movie/text comparison and analysis
Important Notes and FYIs from class discussions:
Please be advised that the assignments and due dates on this page are updated daily. Home Logic grades are approximate due dates. Homework is posted on the board in the classroom and students are expected to copy all homework assignments and due dates into their student planner on a daily basis. I currently teach three different courses and each class moves at a different pace. Due dates may change based on the needs of the students in a particular class.Teacher Emails:
Mrs. Katie Anderson- kanderson@cysd.k12.pa.us
Mrs. Erica Walter-
ewalter@cysd.k12.pa.us
Week/Date:
Period One: English I
Period Three: English I- With Mrs. Walter- Ewalter@cysd.k12.pa.us
Period Four: Honors English I
January 16th-20th:
Monday-No School-MLK Day
Tuesday-No School- Teacher Inservice
Wednesday- No School- Teacher Inservice
Thursday- First Day of the New Semester
Friday- Pre-Assessment in Literature-
Classroom Diagnostic Test (CDT)
"Getting to Know You" Activity
for classroom bulletin board- bring in a photo
HOMEWORK Due: Tuesday, January 24th
Ask family about the history behind your name and bring in some notes about your first, middle, and last name-
HOMEWORK Due: Monday, January 23rd
Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days
"Getting to Know You" Activity
for classroom bulletin board- bring in a photo
HOMEWORK Due: Tuesday, January 24th
Ask family about the history behind your name and bring in some notes about your first, middle, and last name-
HOMEWORK Due: Monday, January 23rd
Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days
"Getting to Know You" Activity
for classroom bulletin board- bring in a photo
HOMEWORK Due: Tuesday, January 24th
Ask family about the history behind your name and bring in some notes about your first, middle, and last name-
HOMEWORK Due: Monday, January 23rd
Literature Circle Selections: Round One- to be completed in 4 weeks- read books during SSR and Literature Circle Reading Days
January 23rd-27th:
Literary Pre-Assessment- no credit
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Signed Syllabus and Picture Due TOMORROW!
Tuesday:
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am
Wednesday:
Begin Short Story Unit:
Read Aloud: "The Story of an Hour" by Kate Chopin
Discuss Literary Terminology- Fiction
¥ HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
Thursday and Friday:
"The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
¥ HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?
Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism
Skills: Vocabulary in Context, Inferring
STUDENTS IN PERIOD ONE MET WITH ASSISTANT PRINCIPAL, MR. RE, THIS MORNING TO REVIEW COURSE SELECTIONS AND ACADEMIES FOR NEXT YEAR.
Literary Pre-Assessment- no credit
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Signed Syllabus and Picture Due TOMORROW!
Tuesday:
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am
Wednesday:
Begin Short Story Unit:Read Aloud: "The Story of an Hour" by Kate Chopin
Discuss Literary Terminology- Fiction
HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
Thursday and Friday:
"The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?
Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism
Skills: Vocabulary in Context, Inferring
Literary Pre-Assessment- no credit
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Signed Syllabus and Picture Due TOMORROW!
Tuesday:
Create a Wikispaces.com account and email me your link: kanderson@cysd.k12.pa.us
Begin the "What's in a Name?" wiki activity
HOMEWORK: Rough Draft "History of My Name" wiki post due on Friday, January 27th by 7:30am
Wednesday:
Begin Short Story Unit:
Read Aloud: "The Story of an Hour" by Kate Chopin
Discuss Literary Terminology- Fiction
HARDBOUND COMPOSITION JOURNAL ENTRY: What makes a fictional story interesting? If you don’t care for reading, what would make reading more interesting to you?
Thursday and Friday:
"The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
HARDBOUND COMPOSITION BOOK: How does Richard Connell use figurative language to enhance the short story, “The Most Dangerous Game”?
Literary Terminology for this story: Conflict- internal and external, irony, setting, mood, suspense, inference, figurative language- metaphor, simile, personification, symbolism
Skills: Vocabulary in Context, Inferring
January 30-February 3rd
Complete "The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?
Tuesday:
Review Literary Terminology and how it relates to "The Most Dangerous Game"
Create a plot chart for the short story
Wednesday:
Nonfiction Connections:
Read and Discuss "25 Most Dangerous Neighborhoods" article [[file:Most Dangerous Neighborhood:Most Dangerous Game.docx]]
Literary Terminology Discussion: How does figurative language enhance writing?
Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts
"The Most Dangerous Game" small group figurative language and quote matching game
RUBRIC:
Literary devices/figurative language= metaphor, simile, personification
Thursday:
Literary Terminology Discussion: How does figurative language enhance writing?
Read Aloud excerpt from //The House on Mango Street//
Poetry Connections: "My Name is Esperanza"
See example provided in class.
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
Complete "The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?
Tuesday:
Review Literary Terminology and how it relates to "The Most Dangerous Game"
Create a plot chart for the short story
Wednesday:
Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts
"The Most Dangerous Game" small group figurative language and quote matching game
RUBRIC:
Literary devices/figurative language= metaphor, simile, personification
Thursday:
Literary Terminology Discussion: How does figurative language enhance writing?
Read Aloud excerpt from //The House on Mango Street//
Poetry Connections: "My Name is Esperanza"
See example provided in class.
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
Complete "The Most Dangerous Game" by Richard Connell
Want to read or review "The Most Dangerous Game" by Richard Connell at home? Click here!
Hardbound Composition Book Journal Entry: What do you think is the most dangerous thing in life? Why? What makes it dangerous?
Tuesday:
Review Literary Terminology and how it relates to "The Most Dangerous Game"
Create a plot chart for the short story
Wednesday:
Nonfiction Connections:
Read and Discuss "25 Most Dangerous Neighborhoods" article [[file:Most Dangerous Neighborhood:Most Dangerous Game.docx]]
Skills: Annotating, Vocabulary in Context, Reliable Sources, Reading Charts
"The Most Dangerous Game" small group figurative language and quote matching game
RUBRIC:
Literary devices/figurative language= metaphor, simile, personification
Thursday:
Literary Terminology Discussion: How does figurative language enhance writing?
Read Aloud excerpt from //The House on Mango Street//
Poetry Connections: "My Name is Esperanza"
See example provided in class.
HOMEWORK: Re-write your "What's in a Name?" story to include figurative language devices. Model your paper off the examples provided in class. Write on a separate sheet of lined paper to be turned in on, Tuesday, February 7th.
Friday:
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and character analysis activity due Monday!
February 6- February 10
SSR- 20 minutes/Reading Journal
Literature Circle Character Analysis Gallery
Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict
Read "The Sniper"
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday:
4-Sight Testing
With time remaining-
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
Read "Where Have You Gone, Charming Billy?"
Thursday:
SSR- 20 minute/ Reading Journal
Complete the reading for "Where Have You Gone, Charming Billy?" and discuss guided questions as a class
ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"
Watch Jonathan Norrell's PBS video on Post-Traumatic Stress Disorder.
Essential Questions: How can we connect fiction writing to society and our lives? In what ways does war change society and moral?
Friday:
SSR- 20 minutes/ Reading Journal
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity Due Monday, 2/13
SSR- 20 minutes/Reading Journal
Literature Circle Character Analysis Gallery
Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict
Read "The Sniper"
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday:
SSR- 20 minutes/ Reading Journal
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
Read "Where Have You Gone, Charming Billy?"
ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"
Thursday:
SSR- 20 minute/ Reading Journal
Complete outstanding work from yesterday
Writing Workshop: Begin short story writing. Students will use brainstorming activities to begin the stages of writing their own short story modeled after what has been read in class.
Friday:
SSR- 20 minutes/ Reading Journal
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity Due Monday, 2/13
SSR- 20 minutes/Reading Journal
Literature Circle Character Analysis Gallery
Anticipatory guide for “The Sniper”; Complete reading and focus on irony, foreshadowing, suspense, social context, vocabulary in context, and conflict
Read "The Sniper"
Hardbound Composition Book Journal Entry: In “The Sniper,” the topic surrounds a civil war and the people fighting for what they believed. What is something you truly believe in and would fight for? Discuss your belief, how you would fight for it, and what possible outcomes could arrive.
Tuesday:
SSR- 20 minutes/ Reading Journal
Review literature elements in “The Sniper”
Rough draft check- Students will group up to check the story elements and figurative language in their narratives. The final is Due Friday, 2/10.
Wednesday:
4-Sight Testing
With time remaining-
“Where Have You Gone, Charming Billy?”- Focus on conflict, irony, and social context
Read "Where Have You Gone, Charming Billy?"
*Non-fiction connection: Read and annotate excerpt from Jonathan Norrell's Journal
ACE Strategy Essay: Connect "The Sniper," "Where Have You Gone, Charming Billy," and Jonathan Norrell's Journal excerpts by explaining the internal conflicts that were present in each.
Thursday:
Complete the reading for "Where Have You Gone, Charming Billy?" and discuss guided questions as a class
ACE Strategy Essay: What is the internal conflict in "Where Have You Gone, Charming Billy?"
Watch Jonathan Norrell's PBS video on Post-Traumatic Stress Disorder.
Essential Questions: How can we connect fiction writing to society and our lives? In what ways does war change society and moral?
Friday:
SSR- 20 minutes/ Reading Journal
Literature Circle Meeting Day- see pacing and expectation guide for preparations, topics to discuss, and the Newspaper Activity Due Monday, 2/13
Februrary 13- February 17
SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
Literature Circle Newspaper Project Gallery
Share journals about Poe and identify writing style.
Read "The Tell-Tale Heart": Focus on suspense and characterization (static and dynamic)
Show animated version of the story.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Tuesday:
SSR- Current Event/ Reading Journal
Outstanding work from previous day.
Short Story Workshop- Brainstorming on Wiki
Wednesday:
Introduce Carnival
Read "The Cask of Amontillado"
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Show animated version of the story.
Thursday:
SSR- 20 Minutes/ Reading Journal
Continue stations
Friday:
Finish stations
Literature Circle Newspaper Project Gallery
Share journals about Poe and identify writing style.
Read "The Tell-Tale Heart": Focus on suspense and characterization (static and dynamic)
Show animated version of the story.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Tuesday:
SSR- Current Event/ Reading Journal
Outstanding work from previous day.
Short Story Workshop- Brainstorming on Wiki
Wednesday:
Introduce Carnival
Read "The Cask of Amontillado"
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Show animated version of the story.
Thursday:
SSR- 20 Minutes/ Reading Journal
Continue stations
Friday:
Finish stations
SSR- Poe's Background/ Reading Journal: 3 things you learned, 2 things that surprised you, and 1 thing you don't want to forget
Read "The Tell-Tale Heart": Focus on suspense and characterization (static and dynamic)
Show animated version of the story.
Hardbound Composition Journal Entry: In "The Tell-Tale Heart," the narrator unveils his story of annoyance, revenge, and remorse. Discuss something that once got under your skin enough to see revenge. What happened as a result? Did you feel a sense of remorse? Explain.
Tuesday:
SSR- Current Event/ Reading Journal
Outstanding work from previous day.
Short Story Workshop- Brainstorming on Wiki
Wednesday:
Introduce Carnival
Read "The Cask of Amontillado"
Students will work in rounds at stations to focus on the following: suspense, irony, characterization (flat and round), figurative language, and context clues.
Show animated version of the story.
Thursday:
SSR- 20 Minutes/ Reading Journal
Continue stations
Friday:
Finish stations
February 20- February 24
Tuesday:
SSR- 20 Minutes/ Reading Journal
Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project Due Friday, 2/24
Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase
Assign groups to read "Marigolds" and "The Scarlet Ibis."
Wednesday: Copper Cart
SSR- 20 Minutes/ Reading Journal
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Thursday: Steel Cart
SSR- 20 Minutes/ Reading Journal
Students prepare presentations
Friday:
SSR- 20 Minutes/ Reading Journal
Group presentations and discussion of "Marigolds" and "The Scarlet Ibis"
Tuesday:
SSR- 20 Minutes/ Reading Journal
Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project Due Friday, 2/24
Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase
Assign groups to read "Marigolds" and "The Scarlet Ibis."
Wednesday: Copper Cart
SSR- 20 Minutes/ Reading Journal
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Thursday: Steel Cart
SSR- 20 Minutes/ Reading Journal
Students prepare presentations
Friday:
SSR- 20 Minutes/ Reading Journal
Group presentations and discussion of "Marigolds" and "The Scarlet Ibis"
Tuesday:
SSR- 20 Minutes/ Reading Journal
Literature Circle Meeting- see pacing and expectation guide for preparations, topics to discuss, and the Pretty as a Picture project Due Friday, 2/24
Introduce Loss of Innocence/ Rite of Passage Theme-- Staircase
Assign groups to read "Marigolds" and "The Scarlet Ibis."
Wednesday: Copper Cart
SSR- 20 Minutes/ Reading Journal
Group meetings for short story reading. Work on finishing the final product.
Hardbound Composition Journal Entry: Using the studied theme of the loss of innocence and rite of passage, discuss how you have experienced a step towards adulthood. Explain how you were before and how you changed after the event(s). At what point did you realize you changed? Use the staircase model discussed in class and the "Marigolds" or "The Scarlet Ibis" as a guide and help with ideas.
Thursday: Steel Cart
SSR- 20 Minutes/ Reading Journal
Students prepare presentations
Friday:
SSR- 20 Minutes/ Reading Journal
Group presentations and discussion of "Marigolds" and "The Scarlet Ibis"
February 27- March 2
SSR- 15 Minutes/ Reading Journal
Assign students to a background topic from To Kill a Mockingbird. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.
HOMEWORK: FINISH RESEARCH AND 3-PARAGRAPH RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.
Hand out TKAM study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9SSR- 15 Minutes/ Reading Journal
Catch-Up Day to complete and hand-in outstanding work
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
TKAM topic Webquest in groups. Students will be responsible for filling out their chart.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9SSR- 15 Minutes/ Reading Journal
Assign students to a background topic from To Kill a Mockingbird. These include Jim Crow Laws, The Great Depression, Ku Klux Klan, Scottsboro Trails, and the Civil Rights Era. Students will research one topic and develop a three-paragraph (five for Honors) response in their hardbound composition journal to include: Who is/was involved? What happened? Where did it occur? Why did this happen? What were the affects on society? Student thoughts, Student questions, and Student Connections.
HOMEWORK: FINISH RESEARCH AND 1 PAGE RESPONSE IN HARDBOUND JOURNAL BY WEDNESDAY
Tuesday:
SSR- 15 Minutes/ Reading Journal
Short Story Workshop: Outlines on student Wiki.
HOMEWORK: SHORT STORY OUTLINE DUE FRIDAY
Wednesday:
SSR- 15 Minutes/ Reading Journal
Students get into like research groups from Monday. Then they will split up to share out their research topics in mixed groups. Students will fill in their topic organizer for each subject.
Hand out TKAM study guide. Students will perform the anticipatory guide on themes and begin to define the first 15 vocabulary words. Students will also make connections to each word along with the definition. Connections should be made to stories read in class so far.
HOMEWORK: DEFINE THE SECOND FIFTEEN WORS FOR TKAM BY MONDAY
Thursday:
Short Story Unit Assessment
Friday:
SSR- 15 Minutes/ Reading Journal
Literature Circle Meeting #4- Figurative Language, Plot development, Mood, Character development
Activity: Character Narrative- Loss of Innocence- 1st person account detailing a main character’s loss of innocence- At least 1 page in length, multiple paragraph format, explains how the loss of innocence has changed your character. DUE: Friday, 3/9March 5- March 9
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Go over study guide and post-it note usage
Listen to To Kill a Mockingbird
Tuesday:
SSR- 20 minutes/Reading Journal
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Work on editing short stories.
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Go over study guide and post-it note usage
Listen to To Kill a Mockingbird
Tuesday:
SSR- 20 minutes/Reading Journal
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Work on editing short stories.
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
TKAM Intro- Chapter One as a class
Focus: setting, tone, point of view, characters, pacing, and other background information
Go over study guide and post-it note usage
Listen to To Kill a Mockingbird
Tuesday:
SSR- 20 minutes/Reading Journal
Editing and Grammar Mini Lessons: Focus on editing for short stories, use editing issues found in student narratives (fragments, run-ons, commas, semicolons, conjunctions, parallelism, singular and plural agreement)
Wednesday:
SSR- 20 minutes/Reading Journal
Wiki Journal Day- Entry 1: Honors will begin their research topic on the loss of innocence. They will describe their understanding of the topic and who they know who has gone through something life changing.
Research Journal #1
HOMEWORK: TKAM VOCAB 16-30 DUE TOMORROW; SHORT STORY DUE TOMORROW
Thursday:
SSR- 20 minutes/Reading Journal
Round Table Discussion: Students bring topic points, questions, and other discussions from the TKAM reading to the class. Discussion will count towards participation.
Friday: No School
March 12- March 16
SSR/ Reading Journal
Collect Reading Journals
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.
.
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
HOMEWORK: Finish TKAM Week 2 reading
Thursday:
Wiki Entry- Journaling from the perspective of a character in the novel.
TKAM Journal Entry 1
HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22
Friday:
Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4)
SSR/ Reading Journal
Collect Reading Journals
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s
Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
HOMEWORK: Finish Reading/Annotating Article and Complete Questions 1-5;
Finish TKAM Week 2 reading
Thursday:
Wiki Entry- Journaling from the perspective of a character in the novel.
TKAM Journal Entry 1
HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22
Friday:
Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4)
SSR/ Reading Journal
Collect Reading Journals
Review from Friday’s Round-Table Discussion: Reflect upon the new character’s in TKAM. What does the social ladder of Maycomb look like? Where is each family placed and why? How does this affect the characters’ perspectives of everyone else in town?
Review editing workshop: Continue to analyze introductory clauses, parallelism, and fused sentences.
HOMEWORK: TKAM 31-45 Vocabulary with Picture/Symbol Due tomorrow
Tuesday:
Group work to fill in Character list in groups
Non-Fiction Exploration- Author’s
Purpose, Effective techniques and elements used to write nonfiction, using context clues to understand unknown words- what is the section about, what do the illustrations reveal, which words are “must knows” vs. which words are okay to skip, identifying main ideas within a section or chapter- headings, subheadings, tally system, summaries of sections-what is important, what is unimportant, linking ideas to understand how one idea influences or interacts with another, finding support from a text and citing that support, how is nonfiction similar to fiction? how do literary forms connect?, character in nonfiction- can be narrator, speaker, or subject of a biography, explore plot, figurative language, themes, and settings (literary terminology/elements), tone & style for nonfiction, point of view significance, format and structure of nonfiction texts, use of graphics and charts in nonfiction- clarify simplify, organize complex texts, differentiate between fact and opinion & bias.
HOMEWORK: Read Ch. 8 by tomorrow
Wednesday:
Non-Fiction Connection: Read and annotate "The Attack on Integrated Education in the South During Reconstruction: Why Scout Did Not Have Any African-American Classmates" and discuss.
Chapter 8 discussion on Southern Gothic topic of Snow and Fire.
Hardbound Composition Journal Entry: In Chapter 3 of TKAM, Atticus says to Scout, "You never really understand a person until you consider things from his point of view... until you climb into his skin and walk around in it." How does Scout continue to do this? Also, expand this quote to your own life. How have you used this advice? Explain.
HOMEWORK: Read/Annotate Article and Complete Questions 1-5; Finish TKAM Week 2 reading
Thursday:
Research Journal Entry #2 (Pd. 4)- Draft 10 questions you will use to interview your subject for your research. These should be questions that you should have answered by the end of your research. The questions should outline the fine details of the person, their experience, the background of the event, and how they have changed.
Research Journal Entry #2
HOMEWORK: Finish TKAM Week 2 reading; TKAM Vocabulary 46- 60 Due 3/20; Wiki Journal due 3/22
Friday:
Round-Table Discussion- TKAM Ch. 5-10 (Pd. 1 and 3) Ch. 7-11 (Pd. 4)
March 19- March 23
Pd 1- Audio Version of TKAM Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 1- TKAM Wiki Entry #2: Select one of the TKAM History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in To Kill a Mockingbird.
TKAM Journal Entry 2
Friday:
SSR- 20 minutes/ Reading Journal
Round- Table Discussions for TKAM Week 3 Readong
Pd 3- Audio Version of TKAM Ch. 11- Model correct usage of study guide; Stop and discuss the ugly descriptions of Mrs. Dubose, Jem and Scout’s time with Mrs. Dubose, and Atticus conversations about Mrs. Dubose.
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: Finish reading Chapter 11. and answer question 4. TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 3- TKAM Wiki Entry #2: Select one of the TKAM History topics we reviewed in class. Write a newspaper article as a journalist connecting the topic to what you have read so far in To Kill a Mockingbird.
TKAM Journal Entry 2
Friday:
SSR- 20 minutes/ Reading Journal
Round- Table Discussions for TKAM Week 3 Readong
Pd 4- SSR/ Reading Journal
Chapter 11 Discussion- Mrs. Dubose; bravery
Hardbound Composition Journal Entry: In Chapter 11, Atticus says that Mrs. Dubose is the bravest person he has ever known. Discuss what you believe it means to be a brave person. Who do you know that is very brave? Explain.
HOMEWORK: Fill out a T-Chart to compare TKAM with "Marigolds"; TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Tuesday:
Non-Fiction Exploration- Reliability, Bias, Fact vs. Opinion: Watch youtube video on reliability. Discuss bias and fact vs. opinion.
Look at examples using The Prowler, The Scope, and Upfront.
HOMEWORK: TKAM Vocab 46-60 Defined by Wed; TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Wednesday:
CDT
Grammar Exercises to complete for practice
HOMEWORK: TKAM Wiki Journal #1 by Thursday; Research Journal #2 by Thursday
Thursday:
Pd 4- Research Journal #3: What factual information will you need to describe your person's loss of innocence beside from the direct questions you have for their change from before to after the event? Next, do a simple search on those topics and consider terminology and statistics. For the simple search, use Google, dictionary, and encyclopedia websites. Make a list of the terms that you researched, and briefly explain your examples and where you could locate that information.
Research Journal Entry #3
Friday:
SSR- 20 minutes/ Reading Journal
Round- Table Discussions for TKAM Week 3 Readong
March 26- March 30
SSR/Reading Journal
TKAM Ch. 14-16 Quiz; Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
HOMEWORK: TKAM Vocab 61- End Tomorrow; TKAMWiki Entry #2 Thursday; Grammar Quizzes Friday; Vocabulary Project Friday
Tuesday:
SSR/ Reading Journal
TKAM Ch. 17 & 18- Mayella and Bob’s Testimonies- Create court clues (illustrations, T-Chart of defendant and prosecution
Extra time used for Grammar Quizzes and Vocabulary Project
HOMEWORK: TKAM Wiki Entry #2 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday
Wednesday:
SSR/ Reading Journal
TKAM Ch. 19 & 20- Tom Robinson- Court Clues; Dolphus Raymond
Extra time for Grammar Quizzes and Vocabulary Project
HOMEWORK: TKAM Wiki Entry #2 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday
Thursday:
SSR/ Reading Journal
TKAM Wiki Entry #3- Using the Court Clues, devise a persuasive argument for either Atticus or Mr. Gilmer’s side.
TKAM Wiki Entry #3
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow
Friday:
SSR/ Reading Journal – Read Reagan’s Speech
Round-Table Discussion: TKAM Ch. 17-22 and Reagan’s Speech.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5;
SSR/Reading Journal
Wrap up TKAM Ch. 14-16 Discussion; Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
HOMEWORK: TKAM Vocab 61- End Tomorrow; TKAMWiki Entry #2 Thursday; Thursday; Grammar Quizzes Friday; Vocabulary Project Friday
Tuesday:
SSR/ Reading Journal
TKAM Ch. 17 & 18- Mayella and Bob’s Testimonies- Create court clues (illustrations, T-Chart of defendant and prosecution
Extra time used for Grammar Quizzes and Vocabulary Project
HOMEWORK: TKAM Wiki Entry #2 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday
Wednesday:
SSR/ Reading Journal
TKAM Ch. 19 & 20- Tom Robinson- Court Clues; Dolphus Raymond
Extra time for Grammar Quizzes and Vocabulary Project
HOMEWORK: TKAM Wiki Entry #2 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday
Thursday:
SSR/ Reading Journal
TKAM Wiki Entry #3- Using the Court Clues, devise a persuasive argument for either Atticus or Mr. Gilmer’s side.
TKAM Wiki Entry #3
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow
Friday:
SSR/ Reading Journal – Read Reagan’s Speech
Round-Table Discussion: TKAM Ch. 17-22 and Reagan’s Speech.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5
SSR/Reading Journal
Wrap up TKAM Ch. 14-16 Discussion;Vocabulary Project- Choose 5 TKAM vocabulary words that you have difficulty with. The words will need definitions, illustrations, synonyms, and sentences.
HOMEWORK: TKAM Vocab 61- End Tomorrow;Research Journal #3 Thursday; Grammar Quizzes Friday; Vocabulary Project Friday
Tuesday:
SSR/ Reading Journal
Discuss note-taking process for the research paper.
Extra time used for Grammar Quizzes and Vocabulary Project
HOMEWORK: Research Journal #3 Thursday; Grammar Quizzes Friday, Vocabulary Project Friday
Wednesday:
SSR/ Reading Journal
TKAM Ch. 17-20- Court Clues- Illustrations and T-Charts of defendant and prosecution
Extra time for Grammar Quizzes and Vocabulary Project
HOMEWORK: Research Journal #3 Tomorrow; Grammar Quizzes Friday; Vocabulary Project Friday
Thursday:
SSR/ Reading Journal
Hardbound Composition Journal Entry: Make an argument for either Mr. Gilmer or Atticus to win the court case. Be persuasive and use the court clues discussed in class. Reference the book. This entry must be 1 Page.
Research Journal #4- Conduct interviews. Before interview, provide preliminary information regarding possible issues, outcomes, questions, etc.
Research Journal Entry #4
Reagan's Speech- Non-Fiction Connection to TKAM. -- Read and annotate. Connect with Ch. 21 and 22.
HOMEWORK: TKAM Wiki Entry #3 Thursday 4/5; Research Journal #4 Thursday 4/5; Grammar Quizzes Tomorrow; Vocabulary Project Tomorrow
Friday:
Class Guest: Lauren Barr. Interview for Research Paper Journal #4 .
HOMEWORK: Research Journal #4 Thursday 4/5; Read and Annotate Ronald Reagan's speech and write an ACE response connecting it to Atticus' final plea on pg. 203
April 2- April 6
SSR/Reading Journal
P1- Study Guide Work Day
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Wednesday:
SSR/Reading Journal
Reading Day/ Study Guide Work
HOMEWORK: TKAM Wiki Entry #3 Due Tomorrow
Thursday:
SSR/Reading Journal
Round Table Discussion: TKAM Ch. 23 & 24
HOMEWORK:
Friday: NO SCHOOL
SSR/Reading Journal
P3- Study Guide Work Day
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
HOMEWORK: TKAM Wiki Entry #3 Due Thursday
Wednesday:
SSR/Reading Journal
Reading Day/ Study Guide Work
HOMEWORK: TKAM Wiki Entry #3 Due Tomorrow
Thursday:
SSR/Reading Journal
Round Table Discussion: TKAM Ch. 23 & 24
HOMEWORK:
Friday: NO SCHOOL
SSR/Reading Journal
P4- Study Guide Work Day; Show Court Case Clip
Hardbound Composition Book: Point of View: How would the story change if it were written from another character’s perspective? Write it!
HOMEWORK: Research Journal #4 Due Thursday
Tuesday:
SSR/Reading Journal
Non-Fiction Day- Article to be selected: Focus on text organization, author’s purpose, etc.
HOMEWORK: Research Journal #4 Due Thursday
Wednesday:
SSR/Reading Journal
Research Journal #5- Take interview information and separate into what you will use, may use, and not use.
HOMEWORK: Research Journal #4 Due Tomorrow
Thursday:
SSR/Reading Journal
Round Table Discussion: TKAM Ch. 23-End
HOMEWORK: Research Journal #5 Due Thursday 4/12
Friday: NO SCHOOL
Tuesday-
Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.
Wednesday-
¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?
ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.
Ticket: Make a prediction for Scout’s final line, “Thus began our longest journey together.”
HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Thursday-
¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Friday-
¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud
HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
Tuesday-
Work with Chapter 25 & 26- Students will read these in their groups and complete the study guide questions together; As a class- Discuss the significance surrounding Mr. Underwood’s newspaper story on Tom’s Death and the changes Scout is encountering.
HOMEWORK: P1 & 3- If Ch. 25 and 26 are not finished, students will finish it for homework and be ready to explain the two questions the next day.
Wednesday-
¥ P1/P3- Work with Chapter 27- Read and complete study guide questions in groups; As a class- Missus Tutti and Missus Frutti, What is all the built up stress about?; Make a prediction for Scout’s final line, “Thus began our longest journey together.”
ACE- Describe Missus Tutti and Frutti. Why is this a comical scene? Explain what Tutti and Frutti represent in Maycomb.
HOMEWORK: P1 & 3- If Ch. 27 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Thursday-
¥ P1/P3- Work with Chapter 28- Read and complete study guide questions in groups; As a class- Create a diagram of events after the pageant
HOMEWORK: P1 & 3- If Ch. 28 is not finished, students will finish it for homework and be ready to explain the two questions the next day.
Friday-
¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud
HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
Tuesday-
Finish Ch 26-End in groups, share out; Introduce Final Project- Go over guidelines, grading, expectations. Show example of a movie trailer. Students given rest of the class to work.
HOMEWORK: Finish Study Guide for Friday
Wednesday-
¥ P4- Project Work Day
HOMEWORK: P4- Finish Study Guide for Friday
Thursday-
¥ P4- Research Journal #5- Include another sample, note-card information, final MLA and paper guidelines; Project Work Day
HOMEWORK: P4- Finish Study Guide for Tomorrow
Friday-
¥ P1/P3- Round-Table Discussion- Ch. 29-31; Read Ch. 31 aloud
¥ P4- Project Work Day
HOMEWORK: P1 & 3- Finish Study Guide for Next Friday
P1- Begin TKAM Project: Mind Map of one theme in the novel
HOMEWORK: Study Guide Due Friday
Tuesday-
P1- Work on TKAM Project: Due at the end of class
HOMEWORK: Study Guide Due Friday
Wednesday-
Finish Group Projects/ Present
Fill out self and group evaluations
HOMEWORK: Study Guide Due Friday
Thursday-
Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
HOMEWORK: Study Guide Due Friday
Friday- Collect Hardbound Composition Books
P1- Hand in TKAM Study Guide; TKAM Test
P3- Finish reading Ch. 31; Begin TKAM Project
HOMEWORK: Study Guide Due Friday
Tuesday-
P3- Work on TKAM Project: Due at the end of class
HOMEWORK: Study Guide Due Friday
Wednesday-
Finish Group Projects/ Present
Fill out self and group evaluations
HOMEWORK: Study Guide Due Friday
Thursday-
Empathy Essay: Write a full page in your hardbound composition journal about your empathy for a character in TKAM. You should explain their story and how you can empathize with their situation from your own experiences.
HOMEWORK: Study Guide Due Friday
Friday- Collect Hardbound Composition Books
P3- Hand in TKAM Study Guide; TKAM Test
P4- Work Day for TKAM Project
HOMEWORK: TKAM Project and Persuasive Essay Due Tomorrow; Note-Cards Due Thursday
Tuesday-
P4- Present Projects
HOMEWORK: Note-Cards Due Thursday
Wednesday-
Present Projects
Fill out self and group evaluations
HOMEWORK: Note-Cards Due Tomorrow
Thursday-
P4- Research Work Day: Check progress of note-cards; MLA formatting; Works Cited format; paper requirements
HOMEWORK: Research Paper Due Tuesday
Friday- Collect Hardbound Composition Books
P4- Research Work Day
HOMEWORK: Research Paper Due Tuesday
SSR/Reading Journal
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.
Extra Time: Work on finishing Empathy Essay
Tuesday-
SSR/Reading Journal
Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.
Webquest on MLA topics.
HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday
Wednesday-
SSR/Reading Journal
Non-Fiction: Read, Annotate, Discuss compare/contrast article (TBA)
Hardbound Composition Journal: One page entry- What can we learn from non-fiction? How do we know what we know? How does what we know about the world since the way we view ourselves? others? Explain how it proves to be a good fit for the article? How does the structure teach you?
HOMEWORK: HOMEWORK: finish Webquest for Thursday
Thursday-
SSR/Reading Journal
Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)
Literature Circle Book Preview and Selection
SSR/Reading Journal
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Hardbound Composition Journal Entry: Discuss the purpose and importance of both sequential and compare and contrast text structures. You should have five lines to discuss each text structure.
Extra Time: Work on finishing Empathy Essay
Tuesday-
SSR/Reading Journal
Research Paper introduction: Absurd Topic. Go over topic selection. Students choose topic and draft a thesis.
Webquest on MLA topics.
HOMEWORK: Develop 3 topic and thesis options for tomorrow and finish Webquest for Thursday
Wednesday-
SSR/Reading Journal
Non-Fiction: Read, Annotate, Discuss compare/contrast article (TBA)
Hardbound Composition Journal: Explain how it proves to be a good fit for the article? How does the structure teach you?
HOMEWORK: HOMEWORK: finish Webquest for Thursday
Thursday-
SSR/Reading Journal
Research: Go over Webquest; Hand back topic and thesis- provide time for altering; Define and discuss Big 6 #1
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Cause and Effect: 3,2,1; Read cause and effect article (TBA)
Literature Circle Book Preview and Selection
Work on Research Paper: Focus Organization
Tuesday-
Work on Research Paper: Focus on revising/conferencing
HOMEWORK: Research Papers collected tomorrow
Wednesday-
Non-Fiction: Look at Sequence and Compare and Contrast text structures with a 3, 2, 1 (3 things to look for identification, 2 examples of the structure, 1 group definition).
Read, Annotate, Discuss compare/contrast article (TBA)
Hardbound Composition Journal Entry: Explain how compare/contrast structure proves to be a good fit for the article? How does the structure teach you?
Thursday-
Non-Fiction: Cause & Effect: 3,2,1; Read cause and effect article (TBA);
Survey: What do you know about the Holocaust? Be specific.
Friday- Collect Hardbound Composition Journals
SSR/Reading Journal
Non-Fiction: Problem and Solution- 3,2,1; Read problem and solution article (TBA)
SSR/ Reading Journal
¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.
Tuesday-
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Read "The Cause and Effect of Television on Kids"
Wednesday- Orange Cart
SSR/ Reading Journal
¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
Read "Stress"
Friday- Brown Cart
SSR/ Reading Journal
¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised.
SSR/ Reading Journal
¥ Place students in their Literature Circle groups. Students will devise a reading calendar and will have SSR with their books; Write down research paper thesis statement and hand in.
Tuesday-
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Read "The Cause and Effect of Television on Kids"
Wednesday- Orange Cart
SSR/ Reading Journal
¥ Big 6 #2- Information Seeking Strategies- Discuss where and how to search for information (have students brainstorm what they know from 21st Century and review CAPOW). Have students perform a preliminary search of their topic to fill out Big 6 #2 in packet.
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
Read "Stress"
Friday- Brown Cart
SSR/ Reading Journal
¥ Big 6 #3- Location and Access- Students continue their topic researching by locating specific resources for the main ideas used in the paper. The students should use CAPOW to check each resource. Students will record the resources in their packet under Big 6 #3. Remind students that if their search turns up new ideas, this is a step where their thesis may need to be revised.
SSR/ Reading Journal
¥ Non-Fiction: Cause and Effect Text Structure: 3, 2, 1 for Cause and Effect structure; Read “The Cause and Effect of Television on Kids”; Students complete diagram in groups; EQ: In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
Read "The Cause and Effect of Television on Kids"
Ticket: What do you know and want to know about the Holocaust?
Tuesday-
SSR/ Reading Journal
¥ Holocaust Background Introduction and Night reading assignments
Wednesday- Orange Cart
SSR/ Reading Journal
¥ Read Night Chapter 1 in groups; Make a list of details to search and identify. Perform webquest of those materials; Begin running list of vocabulary in context
Thursday-
SSR/ Reading Journal
¥ Non-Fiction: Problem and Solution Text Structure: 3, 2, 1 for Problem and Solution structure; Read “Stress”; Students complete diagram in groups; EQ: What are the best approaches for solving a problem correctly?
Read "Stress"
Friday- Brown Cart
SSR/ Reading Journal
¥ Read Night Chapter 2 in groups; Make a list of details to search and identify. Perform webquest of those materials; Continue running list of vocabulary in context
Research for Paper using Gale Database and Reliable Sources
Tuesday
Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraph #1
Wednesday
Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraphs #2 and 3
Thursday
Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions
Submit all four paragraphs for review
Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits
Friday- Magenta Cart
Begin the final draft of Research Paper on Google Docs and share with me:
kanderson@cypanthers.org
MLA format walk through
Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd
Research for Paper using Gale Database and Reliable Sources
Tuesday
Complete a rough draft for body paragraph one- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraph #1
Wednesday
Complete a rough draft for body paragraphs two and three- Review of PowerPoint for examples and suggestions
HOMEWORK: Complete writing of body paragraphs #2 and 3
Thursday
Write the Introductory paragraph for Research paper- review PowerPoint for examples and suggestions
Submit all four paragraphs for review
Literature Circle Meeting: Points for Discussion: Setting (physical time and place as well as social conditions) and Character Traits
Friday- Magenta Cart
Begin the final draft of Research Paper on Google Docs and share with us:
kanderson@cypanthers.org
ewalter@cypanthers.org
MLA format walk through
Homework: Complete typing paper in Google Docs and print a final for submission for a grade. Research paper due for 5 extra points on Friday, May 18th. Final due date: Wednesday, May 23rd
Complete Literature Circle Webquest
Literature Circle Meetings
Identify the setting of the novel from an online search- what else was happening in the world during the same time frame?
Brief summary in Hardbound Composition book
Tuesday
Literature Circle Reading day and discussions- focus on setting (physical time and place and and characters
Wednesday
Literature Circle Reading day- which Textual Format is your novel following? How do you know? Provide three examples of each structure begin followed in your Hardbound Composition book
Thursday
Freewriting Nonfiction- Based on nonfiction articles and novels you have read, write your own nonfiction text- memoir, diary, journal, newspaper article, etc... 1 page in length, hardbound composition book
Friday
Connect Literature Circle novels to other genres- poetry study and CNN articles- find one from each, summarize the connections that can be made within your hardbound composition books
Meet with Literature Circle groups and share findings
"Marigolds"
"The Sniper"
"The Cask of Amontillado"
Research Paper due:
Friday, May 18th for +5 pts added on overall score
Official Due date:
Wednesday, May 23rd
"Marigolds"
"The Sniper"
"The Cask of Amontillado"
Research Paper due:
Friday, May 18th for +5 pts added on overall score
Official Due date:
Wednesday, May 23rd
Literature Circle Meetings
"The Most Dangerous Game"
Review Nonfiction Unit terminology
Literature Circle Meeting- Friday
Research Paper due Wednesday, May 23rd.
"The Most Dangerous Game"
Review Nonfiction Unit terminology
Literature Circle Meeting- Friday
Research Paper due Wednesday, May 23rd.
"Romeo and Juliet" movie/text comparison and analysis
Literature Circle Meeting- Friday
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